Friday, January 29 th

Transcription

1 Friday, January 29 th Friday Half-Day Sessions: Morning Dispelling Myths and Combating Pseudoscience in School Psychology: Applying Scientific Principles to Psychological Assessment and Intervention Gary L. Canivez, PhD Numerous factors influence our susceptibility to beliefs in myths and misconceptions in both our personal and professional lives. Lilienfeld, Lynn, Ruscio, & Beyerstein (2010) wrote about 50 Great Myths of Popular Psychology, many with direct or indirect relations to educational and school psychological practices. Watkins (2009) outlined factors that influence errors in diagnostic decision making and clinical judgment and Lilienfeld, Ammirati, & Michal, (2012) wrote how pseudoscience also influences our beliefs and practices in school psychology and education. Our defense against these negative influences is constant vigilance and application of science. This workshop identifies common myths in educational and school psychological practice, factors influencing such beliefs, how to recognize pseudoscience, and how to guard against such influences. Workshop participants will: recognize common myths in educational and school psychological practice, identify factors or influences that lead to and perpetuate beliefs in common myths, identify methods or factors that indicate pseudoscientific practices, and identify/apply scientific principles that guard against beliefs in myths and pseudoscientific evidence Gary L. Canivez, Ph.D., is Professor of Psychology at Eastern Illinois University and principally involved in the Specialist in School Psychology program. Dr. Canivez was formerly a school psychologist for 8 years in the Phoenix, AZ metropolitan area (Deer Valley Unified School District and Tempe Elementary School District), was on the adjunct faculty of Arizona State University and Northern Arizona University, and was president of the Arizona Association of School Psychologists. He presently teaches an undergraduate course in psychological measurement and graduate courses in advanced psychological measurement; individual intellectual assessment; child psychopathology; and social, emotional, and behavioral assessment. Dr. Canivez is an Associate Editor of Archives of Scientific Psychology and was an Associate Editor of Psychological Assessment ( ); is a consulting editor for Psychological Assessment, School Psychology Quarterly, and the Journal of Psychoeducational Assessment; and has been an editorial board member or reviewer for numerous other professional journals such as School Psychology Review, Psychology in the Schools, Applied Neuropsychology, Developmental Psychology, and Behavior Research Methods. He has also served as a grant reviewer for the Israel Science Foundation, the Swiss National Science Foundation, and the Kuwait Foundation for the Advancement of Sciences. The author of over 75 research and professional publications and over 200 professional presentations and continuing professional development workshops, Dr. Canivez specializes in psychological assessment and measurement pertaining to intelligence, achievement, personality, and psychopathology; and his research has been supported by the National Institutes of Health/National Institute of Mental Health. He is a Charter Fellow of the Midwestern Psychological Association and a Fellow of the American Psychological Association. Complete information including downloadable article and book chapter reprints may be obtained at the web site of Dr. Canivez (

2 Improving Student Mental & Behavioral Health: Intervention Points for the School Psychologist at Tier I Robert J. Dixon, PhD, NCSP, LP Schools are faced with a number of challenges that require our attention: academic, behavioral and more recently mental health. Rather than focus exclusively on behavioral compliance, School Psychologists can positively impact the mental health of students that may be the trigger of the behavioral problems. This includes attention to reducing the negative risk factors of mental illness and increasing the positive resilience factors. Interventions points for the school psychologist will focus on both the classroom system and the school system. Robert J. Dixon, PhD, NCSP, LP, is a licensed school psychologist and nationally certified school psychologist. He has been practicing school psychology for over 25 years. In the last 15, he has been teaching and directing the School Psychology Program at the University of Wisconsin-La Crosse. In his role as Graduate Educator, he has developed several courses that reflect his interests in Response to Intervention (RtI), Research & Program Evaluation, and Supervision. Over the years he has been a member of school improvement efforts in La Crescent, MN, La Crosse, WI and Onalaska, WI. He serves the National Association of School Psychologists (NASP) as a Delegate (WI) and with the Board of Directors. He keeps current in practice by volunteering his time with a local school district as a co-chair of the Home Involvement in Schooling, serving as a school mental health liaison to an elementary school, and overseeing an assessment service at the university. Building a Trauma-Informed School: A Three-Tiered Approach Claire Coyne, PhD & Tara Gill, PhD Participants in this session will gain a better understanding of how trauma impacts students learning & behavior in order to develop a trauma lens. In addition, participants will learn to identify common symptoms of trauma that occur in a school-setting as well as methods for supporting teachers and staff in implementing trauma-sensitive strategies within the MTSS framework. Finally, participants will increase their awareness of the impact of exposure to secondary trauma and need for self-care among school staff & faculty. Claire Coyne, PhD, is a clinical psychologist who joined the Center for Childhood Resilience in She collaborates with community organizations and schools to promote the use of evidence-based interventions and traumainformed practices. Her clinical training and work has focused broadly on providing evidence-based treatment for at-risk youth and their families, including youth exposed to childhood trauma, and gender-nonconforming and transgender youth. Dr. Coyne graduated from the Clinical Science Program in the Department of Psychological and Brain Sciences at Indiana University in She completed her pre-doctoral internship and post-doctoral fellowship at Lurie Children s before accepting a faculty position with the CCR. Dr. Gill received her B.S. degree from Jackson State University and a Master s degree and Ph.D. in clinical psychology (child track) from DePaul University. She completed a pre-doctoral internship at the University of Chicago/LaRabida Children s Hospital and a postdoctoral fellowship at Mount Sinai Hospital in child and adolescent behavioral health. She is currently a Staff Psychologist in the Department of Child and Adolescent Psychiatry at Lurie Children s Hospital. Her clinical work has focused on addressing childhood trauma, externalizing and internalizing behaviors, and at-risk youth in diverse urban settings. Her work has focused on community and school

3 partnerships, family engagement, and child advocacy. Addressing diversity and African American and Latino mental health has been a focus of research, training, and intervention. WISC-V: How to Interpret! Peter C. Entwistle, PhD This workshop will assume prior exposure to the new WISC-V test structure, the new subtests and administration of the test. Attendees will already be familiar with the new WISC-V subtests, supplemental scores and methods of computing scores and the ipad administration. This workshop will focus instead on the interpretation of the test results and links to the K-TEA and WIAT achievement test results. We will also review the WISC-V Integrated. The goal of the content revisions in the WISC V Integrated was to ensure that the subtests and scores provide additional information regarding the cognitive processes and test-taking behaviors that may contribute to test performance. Many of the subtests are adaptations or variations of the WISC V subtests, with modifications in presentation mode or response format. Comprehensive literature reviews, as well as expert and advisory panel reviews of the items and subtests, were conducted at each research stage to examine the content and to evaluate new items and subtests designed to improve content coverage and relevance. We will review the additional subsets now available and how to interpret the test findings. We will explore response processes, and the relationship between WISC-V test findings and the different clinical populations in the validity sample. Dr. Peter C. Entwistle, PhD is a licensed psychologist who works for Pearson as a Cognition Consultant. He obtained his Bachelor s degree with Honors in Social Sciences from London University, a Master s degree in Education from Harvard, and a Ph.D. from Boston College. Dr. Entwistle has been a practicing psychologist for over 23 years. He has worked as a school psychologist, Chief of Child Psychology at a private psychiatric hospital, a pediatric neuropsychologist for a rehabilitation hospital, and a university professor in counseling and school psychology. He joined the Psychological Corporation, now Pearson, in Neuropsychology for the School Psychologist Elaine Fletcher-Janzen, EdD, NCSP, ABPdN The study of neuropsychology involves a curiosity about brain-behavior relationships, a general understanding of how the brain is functionally organized, and knowledge of how the brain changes over from infancy to adulthood. These three perspectives create a general awareness of how neuroscience translates from the laboratory bench to the desk and the value of neuropsychological perspectives in school psychology practice. This workshop will present a theoretical and practice model for assessment and intervention in the schools for school psychologists who have little or no training in neuropsychology via an easy to understand and practical presentation. Elaine Fletcher-Janzen, EdD, NCSP, ABPdN, obtained her doctorate in School Psychology from the College of William and Mary in 1993, and has been a school psychologist in the public schools, neuropsychiatric inpatient, and university settings for the past 30 years. Dr. Fletcher-Janzen received her Diplomate in Pediatric Neuropsychology in She is currently a Professor of School Psychology at the Chicago School of Professional Psychology, Chicago, Illinois. Dr.

4 Fletcher-Janzen s research interests address cross-cultural aspects of cognitive abilities, the impact of socioeconomic status on intelligence scores and the identification of learning disabilities, neuropsychological aspects of chronic illness, and the systematic management of pediatric chronic illness in school and clinical settings. Dr. Fletcher-Janzen has co-edited and authored sixteen books and reference works including the Encyclopedia of Special Education (Wiley) and the Diagnostic Desk Reference of Childhood Disorders (Wiley). She has recently published the Neuropsychology of Women (Springer), the third edition of the Handbook of Clinical Child Neuropsychology (Springer), and Neuropsychological Perspectives on the Diagnosis of Learning Disabilities in the Era of RTI with John Wiley & Sons. The Evidence for Executive Function Assessment and Intervention with the BRIEF2 Steven C. Guy, PhD Over approximately the past 15 years, the BRIEF has become the standard for measuring the integrity of executive functions in a student s everyday life. More recently, attention has turned to how to support and enhance executive functions, and a body of evidence for interventions using the BRIEF to measure outcomes is quickly developing. In this presentation, we will review contributions of the BRIEF to both assessment and intervention to enhance students executive functioning. Recent enhancements to the second edition of the BRIEF, the BRIEF2, will be reviewed. Evidence for the BRIEF2 to assess executive functions, to guide interventions, and to measure outcomes is presented including findings in an array of clinical populations (e.g., ADHD, TBI, ASD), associations with relevant outcome measures (e.g., academic performance, social skills) and biological markers (e.g., neuroimaging), sensitivity to change with treatments, and relationships with performance-based neuropsychological measures. Dr. Steven C. Guy is a pediatric neuropsychologist in private practice in Columbus, Ohio and works with children and adolescents with a wide variety of developmental and acquired conditions. He completed his undergraduate work at Judson College in Elgin, Illinois and his graduate work at DePaul University in Chicago, Illinois. Dr. Guy completed his internship at Children s Hospital in Columbus, Ohio and a two-year postdoctoral fellowship in neuropsychology at Mt. Washington Pediatric Hospital in Baltimore, Maryland. He has worked in both inpatient and outpatient hospital settings as well as in private practice in the Baltimore/Washington DC area. He has held positions of clinical instructor at both The Ohio State University and in the Division of Pediatric Neurology/Department of Pediatrics at the University of Maryland Medical Center. Dr. Guy has completed research in the area of lead poisoning, the effects of chronic illness on family functioning, memory abilities, learning disabilities and in the area of executive/regulatory functioning. He is also one of the coauthors of the Behavior Rating Inventory of Executive Function (BRIEF Parent, teacher and Self-report). His current research interests include learning disabilities and pervasive developmental disorders and he is continuing his research developing methods designed to assist in the assessment of executive function. Bullying Laws in Illinois: What School Psychologists MUST Know Lyndsay Jenkins, PhD & Michelle K. Demaray, PhD This session presents a comprehensive review of Illinois state and federal bullying-related legislation. Furthermore, the differences between bullying laws and laws regarding harassment will be highlighted. Best practices regarding school-wide bullying policies will be presented. In addition, cutting-edge techniques for evaluating bullying in schools, and

5 recommendations for creating and monitoring school bullying interventions in accordance with Illinois requirements will be presented. Lyndsay Jenkins, Ph.D., is an Assistant Professor in the Department of Psychology at Eastern Illinois University in the School Psychology Program. Her research interests primarily focus on bullying roles (e.g., bully, victim, defender, outsider) and bullying prevention strategies that focus on increasing bystander intervention. Michelle K. Demaray, Ph.D., is a Professor in the School Psychology Program at Northern Illinois University and is Editor of the Journal of School Psychology. She conducts research on social support and bullying and victimization in schools.